v*. 


SUGGESTIONS 
FOR  LEADERS  7f 
STUDY  CLASSES 

Using 

Ministers 

of  Mercy 

[James  H.  Franklin ] 


By 

Gertrude  Schultz 


NEW  YORK 

MISSIONARY  EDUCATION  MOVEMENT 
OF  THE  UNITED  STATES  AND  CANADA 


FOREWORD 


The  text-book,  Ministers  of  Mercy,  is  a new  volume 
in  the  “Servants  of  the  King’’  series.  The  stories  of 
these  outstanding  medical  missionaries  are  much  more 
than  mere  biographical  sketches.  Dr.  Franklin,  their 
author,  has  traveled  widely  through  the  world’s  great 
mission  fields  as  a secretary  of  the  American  Baptist 
Foreign  Mission  Society,  and  his  book  interprets  with 
sympathy  and  insight  the  life  of  the  peoples  among  whom 
these  “ministers  of  mercy’’  served.  But  what  is  of  yet 
more  significance,  they  show  how  a life  may  be  invested 
to  count  for  the  very  most ; they  present  in  a very  vivid 
form  what  Christian  missionaries  are  accomplishing  in 
their  great  work  for  the  conservation  of  human  life. 

Young  people  are  deeply  interested  in  the  hero  stories 
of  doctors  and  nurses  in  the  great  war.  Conservation  has 
a new  meaning  for  them  in  the  light  of  saving  life;  in 
the  war  hospitals  and  through  Red  Cross  and  other  relief 
agencies,  they  have  had  a personal  part  in  it.  We  need 
to  link  up  this  aroused  interest  to  the  heroic  missionary 
enterprise.  Our  study,  in  presenting  some  of  the  leaders 
and  heroes  in  the  world-wide  campaign  of  Jesus  Christ, 
offers  a challenge  for  the  most  heroic,  self-sacrificing  ser- 
vice. This  is  the  big  opportunity  before  us — to  so  pre- 
sent this  challenge  that  the  life  of  every  young  person 
in  the  class  may  be  stirred  into  action  and  that  some  may 
enlist  for  training  in  missionery  service.  May  this  be 
the  high  aim  of  every  leader  teaching  Ministers  of  Mercy. 

These  notes  are  offered  with  the  earnest  desire  that 
they  may  be  suggestive  to  leaders.  They  should  not  take 
the  place  of  original  thinking  and  treatment  of  the  book. 

GERTRUDE  SCHULTZ. 
New  York,  August  20,  1919. 


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THE  LEADER’S  PREPARATION 

The  real  objective  in  missionary  education,  especial- 
ly for  young  people,  is  not  to  teach  missions,  but  to  stir 
lives  into  action.  Many  of  the  young  people  in  our 
classes  will  be  just  at  the  age  when  vital  life  decisions  are 
being  made.  Our  aim  in  presenting  this  text-book  should 
be  not  merely  to  teach  the  lives  of  these  missionaries,  but 
to  present  overseas  missionary  service  as  a big  opportunity 
of  a truly  successful  life  investment.  To  reach  this  aim, 
we  must  make  the  most  careful  preparation. 

Teaching  Preparation.  Read  the  book  through  for 
impressions,  and  to  gain  its  message  as  a whole ; make 
telling  points  and  questions  which  it  suggests  to  you.  Re- 
read, outlining  each  chapter  and  having  your  class  in 
mind ; make  your  own  outline  independent  of  those  given 
in  this  pamphlet.  Select  a definite  aim  for  the  course. 
Keep  it  before  you  in  all  preparation. 

In  making  your  teaching  outline,  do  not  try  to  cover 
all  the  points  in  each  chapter,  but  select  a few  vital  ones 
meeting  the  need  of  your  class,  related  to  the  aim  for  the 
chapter,  and  work  toward  the  aim  of  your  course.  This 
outline  should  be  fully  and  logically  developed,  and  yet 
made  so  flexible  as  not  to  hamper  the  thinking  of  the 
class.  A time  schedule,  so  that  conclusions  may  be  reach- 
ed within  the  time  limit  of  the  class,  will  be  most  helpful. 

General  Assignment.  Work  out  a few  general  ques- 
tions to  bring  out  the  facts  of  the  lesson,  having  in  mind 
the  purpose  of  an  assignment  to  “stimulate  thought,  re- 
late the  members  individually  to  the  problems,  and  direct 
the  lines  of  study.”  General  assignment  questions  should 
be  given  to  the  whole  class  and  written  down  by  each 
member  in  his  notebook.  Special  assignments  should 
be  given  privately  to  the  members,  not  to  be  called  for 
in  the  class,  but  offered  as  a voluntary  contribution. 

Collateral  Reading.  In  connection  with  each  chapter 
there  are  listed  titles  of  books  and  pamphlets  bearing  on 
the  subject.  The  more  you  can  be  saturated  with  the 
subject,  the  more  vital  will  be  your  interest,  and  the 
leader’s  interest  is  contagious. 

Personal  Preparation.  Study  the  members  of  your 


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class  as  individuals  with  the  attitude  of  a friend  to  each. 
Try  to  discover  missionary  background,  points  of  contact 
between  members  and  subjects  of  study  and  usable 
talents.  Endeavor  to  enlist  every  member  in  action,  for 
“impression-expression-depression.” 

Spiritual  Preparation — Prayer.  This  is  the  most 
vital  part  of  the  preparation,  for  unless  we  are  in  touch 
with  the  Source  of  Power,  our  other  preparation  will 
not  suffice.  The  more  we  realize  the  opportunity  and 
possibilities  of  the  educational  work  for  enlisting  life,  the 
more  we  realize  the  absolute  need  of  this  Power  which 
is  offered  to  us.  Pray  definitely,  believingly,  and  with 
thanksgiving  for  this  opportunity  of  service.  Make  a 
prayer-list  of  the  members  of  your  class  to  be  used  each 
day  during  your  preparation  and  course.  Enlist  members 
of  the  class  in  the  prayer  preparation  especially  by  the 
use  of  the  prayer  cycle. 

THE  CLASS  SESSIONS 

It  is  strongly  recommended  that  the  discussion 
method  be  used  very  largely.  Conviction,  and  devotion  of 
life  to  the  attainment  of  ideals  perceived,  come  from  par- 
ticipation in  the  discussion  of  real  problems.  Impersona- 
tions and  debates  appeal  strongly  to  young  people  and 
should  be  used  wisely  as  a help  toward  the  end  in  view. 
Maps,  original  charts  (made  by  members  of  the  class), 
and  pictures  will  help  to  make  the  impression  deeper  and 
may  also  aid  in  drawing  out  and  developing  some  of  the 
more  backward  members  of  the  group. 

Environment  is  often  a determining  factor  in  the 
success  of  the  class.  Select  a cheerful  and  well-ventilated 
room  as  a meeting-place.  If  possible,  have  a large  table 
around  which  the  members  can  be  seated. 

The  “Mission  Study  Class  Manual,”  by  B.  Carter 
Millikin  (5  cents),  is  especially  recommended.  It  may 
be  secured  from  the  publishers  of  this  pamphlet. 

1.  In  making  out  your  time  schedule  for  each  ses- 
sion, allow  an  unhurried  time  for  prayer.  Try  to  en- 
courage each  member  of  the  class  to  take  part. 

2.  The  Bible  message  is  essential  for  each  session. 
The  Bible  should  be  the  leader’s  most  used  reference 


4 


book  throughout  the  course.  Select  with  care  a passage 
bearing  especially  on  the  most  vital  point  of  the  chapter. 
Avoid  formal  use  of  Scripture  as  an  exercise.  Introduce 
it  wherever  it  will  give  the  deepest  message,  first,  last, 
or  in  the  heart  of  the  study. 

3.  For  the  leader’s  own  devotional  study  during  the 
course,  Marks  of  a World  Christian,  by  Daniel  Johnson 
Fleming,  will  be  found  helpful.1 

ORGANIZATION  MEETING 

The  experience  of  most  mission  study  class  leaders 
has  proved  the  value  of  a preliminary  meeting  for  or- 
ganization. This  is  especially  true  if  most  of  the  mem- 
bers are  new  to  class  work.  The  meeting  should  be  in- 
formal and  social  so  that  the  members  may  become  ac- 
quainted. If  the  study  is  undertaken  by  an  organized 
Sunday-school  class,  one  of  the  regular  social  meetings 
can  be  used  for  the  organization  meeting.  Text-books 
and  notebooks  should  be  on  sale ; members  enrolled ; 
secretary,  reporter,  and  librarian  appointed. 

After  outlining  briefly  the  general  plan  for  the  work 
of  the  class,  introduce  the  book  and  the  author.  Suggest 
that  the  book  deals  with  a group  of  Christian  men  and 
women  who  gave  themselves  to  the  task  of  the  conser- 
vation of  human  life.  Ask  the  class  what  the  word  “con- 
servation” suggests  to  them.  If  most  of  them  say  food, 
discuss  how  the  American  people  accomplished  the  con- 
servation of  food  and  why.  Others  may  speak  of  Red 
Cross,  Armenian  Relief,  and  similar  organized  work. 
Lead  up  to  the  question  as  to  why  young  people  have 
been  willing  to  give  time,  money,  even  life  itself  to  this 
work.  Have  the  members  write  in  their  books  the  Bible 
key  verse  for  the  study:  “The  Son  of  man  came  not  to 
be  ministered  unto,  but  to  minister.” 

Ask  the  class  what  they  mean  by  life?  The  value 
of  human  life?  Who  first  taught  the  worth  of  the  in- 
dividual and  the  right  of  each  individual  to  life  and 
to  a chance  to  develop  that  life?  Is  it  enough  merely 

1 Association  Press,  347  Madison  Avenue,  New  York,  75 
cents. 


5 


to  save  life?  (Cite  the  rebuilding  work  being  done  for 
our  blind  and  crippled  soldiers.)  Lead  up  to  the  fact 
that  this  study  is  to  'be  about  heroic  men  and  women  who 
have  gone  overseas  to  carry  “fullness  of  life”  to  those 
without  a fair  chance  of  life  here  or  hereafter. 

Have  a map  of  the  world  before  the  class  during  the 
whole  series  of  class  sessions.  It  will  be  of  interest  to 
see  how  many  medical  missionaries  the  members  of  the 
class  can  name,  and  a blue  star  might  be  put  on  the  map 
for  each  one  located.  If  there  is  a blackboard,  put  on 
it  a few  facts  such  as  these : 

In  the  Christian  world,  1,600  doctors  to  each 
million  people. 

In  the  non-Christian  world,  less  than  one  doctor 
to  each  million  people. 

Seven  times  as  many  doctors  in  New  York 
City  as  there  are  medical  missionaries  in  all 
the  non-Christian  world. 

100,000,000  women  in  Moslem  lands  and  20 
women  doctors. 

Does  it  look  like  a fair  proposition  for  the  non- 
Christian  world? 

Give  out  the  assignment  question  on  Chapter  1 and 
close  the  meeting  with  prayer. 

Chapter  I 

THEODORE  LEIGHTON  PENNELL 
Brief  Outline 

1.  Early  life  and  training 

2.  Beginning  of  work  at  Bannu 

3.  Characteristics  and  manner  of  life  of  the  Afghan 

4.  Dr.  Pennell’s  attitude  toward  the  peoples  and 

their  religions 

5.  Interest  in  educational  work 

6.  Results  of  his  life 

Assignment  Questions 

1.  What  is  your  mental  picture  of  a missionary? 
In  what  respects  does  Dr.  Pennell  fit  into  it? 
Why  do  you  think  a man  of  Dr.  Pennell’s  ability 

6 


2. 


and  opportunities  should  want  to  “bury”  himself 
in  Afghanistan? 

3.  Should  a missionary  have  any  race  feeling? 
What  should  be  his  attitude  and  manner  of  life 
toward  the  people  among  whom  he  works  ? 

4.  In  what  respects  do  you  consider  Dr.  Pennell  a 
successful  or  unsuccessful  man  ? 

Special  Assignments 

, 1.  Ask  one  member  to  look  up  the  chief  character- 

istics of  the  Afghans. 

2.  Ask  two  members  to  be  ready  to  lead  in  dis- 
cussion of  Question  3. 

Aim:  To  show  the  missionary  enterprise  as  a great 
heroic  service  demanding  the  finest  type  of  manhood  for 
enlistment  in  it. 

Life  Lesson:  To  show  the  value  of  an  early  train- 
ing for  a life  of  service. 

Session  1 

1.  To  establish  your  point  of  contact  at  the 
beginning  of  the  lesson,  ask  the  members  of  the 
class  to  name  the  man  or  woman  whom  they  consider  the 
greatest  hero  of  the  late  war.  If  several  names'  are 
mentioned,  allow  one  minute  to  each  member  to  prove 
his  claim.  Abruptly  turn  to  the  consideration  of  Ques- 
tion 1 with  some  such  question  as,  “What  picture  comes  to 
your  mind  when  the  words  ‘missions’  and  ‘missionary’  are 
mentioned”?  After  free  discussion,  ask  the  class  to  fit 
Dr.  Pennell  into  their  picture.  Draw  out  the  facts  of  his 
life,  early  training,  advantages,  and  particular  ability  for 
his  undertaking. 

2.  What  was  there  in  the  missionary  enterprise  that 
appealed  to  a young  man  like  Pennell,  who  had  the  finest 
training,  every  advantage,  and  who  could  have  had  the 
finest  positions  at  home?  If  you  had  been  in  his  place, 
would  you  have  gone  to  Afghanistan?  Why  do  you  sup- 
pose the  Board  sent  a man  of  Dr.  Pennell’s  outstanding 
ability  to  such  a wild  people?  (Special  Assignment  1) 
Discuss  the  characteristics  of  the  Afghans,  their  attitude 


7 


toward  outsiders,  and  such  subjects.  When  others  have 
failed  to  make  an  impression  (government  as  well  as 
missionary),  why  do  you  suppose  Dr.  Pennell  succeeded? 
Was  it  just  his  medical  skill?  (Call  for  incidents  from 
his  life  to  answer  this  question.) 

3.  What  is  the  real  objective  of  missionary  work5 
Is  it  to  destroy  other  religions  or  to  fulfil?  What 
should  be  the  attitude  of  the  missionary  toward  the  peo- 
ple and  their  religion?  Race  feeling — -should  the  mis- 
sionary have  any?  (Special  Assignment  2)  Ask  the 
class  whether  they  have  any.  Is  it  fair  to  have  a dif- 
ferent standard  for  our  missionaries? 

4.  Are  there  any  visible  results  of  the  life  and 
work  of  Dr.  Pennell?  Open  the  discussion  by  asking  the 
members  of  the  class  what  they  mean  by  a successful  life ; 
list  the  points  brought  out  and  then  discuss  how  Dr. 
Pennell  measures  up  and  how  he  compares  with  the  hero 
named  by  the  class.  Lead  up  to  the  conclusion  that  the 
really  “successful”  man,  the  real  hero,  is  the  one  whose 
life  is  used  in  the  greatest  service  to  others. 

Scripture  Lesson:  Gal.  3.28;  Eph.  7.5,6 

Supplementary  Reading 

Adventures  of  Missionary  Explorers,  R.  Ibbotson.  1915. 
J.  B.  Lippincott  Company,  Philadelphia.  $1.50. 

Pennell  of  the  Afghan  Frontier,  Alice  Maud  Pennell.  1914. 
E.  P.  Dutton  & Co.,  New  York.  $3.00. 

Among  the  Wild  Tribes  of  the  Afghan  Frontier,  Theodore 
L.  Pennell.  J.  B.  Lippincott  Company,  Philadelphia.  $3.50. 

Chapter  II 

CHRISTINE  IVERSON  BENNETT 
Brief  Outline 

1.  An  immigrant  girl 

2.  Forming  a life-purpose 

a.  Securing  an  education 

b.  Decision  for  Arabia 

3.  Marriage  and  beginning  of  work 

4.  Work  for  secluded  women 

5.  Self-supporting  hospital 

6.  War  work  under  Red  Crescent  and  Red1  Cross 


8 


Assignment  Questions 

1.  Did  Christine  Iverson  have  what  you  would  con- 
sider a “fair  chance”  in  life? 

2.  Do  you  believe  in  the  woman  doctor?  Why  is  the 
woman  medical  missionary  so  essential  in  Moslem 
lands  ? 

3.  Compare  Dr.  Bennett  with  the  one  whom  yon  con- 
sider the  greatest  woman  heroine  of  the  war — 
how  does  she  measure  up? 

4.  How  many  years  was  Dr.  Bennett  in  the  field  ? 
Would  you  say  her  life  was  a full,  happy,  and 
successful  one?  Give  reasons. 

Special  Assignments 

1.  Ask  a member  of  the  class  to  put  in  chart  form 
the  figures  100,000,000  Moslem  women,  20  woman  doc- 
tors, and  below  the  number  of  girls  and  women  in  your 
community  and  number  of  doctors. 

2.  Ask  some  one  to  look  up  the  part  that  woman 
missionaries  have  played  in  the  war. 

3.  Ask  some  one  to  investigate  the  cost  and  number 
of  patients  in  a hospital  known  to  the  class,  and  compare 
with  the  self-supporting  hospital  started  by  the  Bennetts. 

Aim:  To  show  the  place  and  the  need  of  women 
medical  missionaries. 

Life  Lesson:  To  show  the  influence  good  books 
have  in  forming  a strong  life-purpose  and  on  life  itself. 
Session  2 

1.  Open  the  lesson  by  discussing  what  the  class 
means  by  a “fair  chance.”  How  large  a part  does  ease 
or  comfort  or  hardship  play  in  developing  a strong  life? 
Ask  how  many  have  said  “I  could  do  that,  too,  if  I only 
had  a fair  chance”  ? Emphasize  strongly  the  part  good 
books  may  play  in  preparing  us  to  seize  our  opportunity. 
Discuss  what  the  class  considers  a “good”  book — what 
kind  of  a book  influenced  Christine  Iverson — what  did  it 
lead  to  with  her?  (Bring  out  the  facts  of  her  early  life.) 

2.  The  place  of  the  woman  doctor.  Draw  out 
from  the  class  the  place  of  women  in  Moslem  lands — 
her  seclusion,  position  in  home,  lack  of  exercise,  and 


9 


lack  of  other  means'  of  development.  (See  A Crusade 
of  Compassion  for  the  Healing  of  the  Nations , Giapter 
V. — bibliography.)  Women  can  only  be  reached  by 
woman  doctor.  Are  there  enough  women  to  meet  the 
need?  (Special  Assignment  I.)  What  was  Dr.  Bennett 
able  to  do  for  these  women?  (Ask  one  or  two  members 
of  the  class  to  tell  interesting  stories  of  Dr.  Bennett’s 
work  for  these  women.) 

3.  Lead  up  to  this  question  by  drawing  out  from 
each  one  what  impressed  her  most  in  the  chapter.  Hold 
over  the  discussion  of  the  war  work  until  the  last  and 
then  take  up  the  whole  question.  Lead  the  class  to  feel 
that  this  missionary  doctor  deserves  a place  as  one  of 
the  heroines  of  the  war.  (Special  Assignment  2.)  Did 
she  lay  down  her  life  merely  when  she  died? 

4.  What  did  Dr.  Bennett  accomplish  in  her  short 
life?  Won  the  Moslem  women  of  all  classes  by  what? 
Just  medical  skill?  Developed  self-supporting  hospital. 
(Special  Assignment  3.)  Opened  the  eyes  of  the  blind, 
healed  the  sick,  cleansed  the  leper — gave  her  life  that 
thousands  might  live.  Was  it  worth  while?  If  an  im- 
migrant girl  with  not  a “fair  chance,”  but  with  a great 
life-purpose  accomplished  all  that,  what  can  you  do  with 
your  life? 

Scripture  Lesson,  John  15.13 

“Following  Jesus  means  taking  up  his  program  and 
expanding  our  narrow  grasp  of  heart  and  will  until 
we  have  committed  our  lives  to  his  great  world-trans- 
forming purpose.” 

Supplementary  Reading 

“The  Healing  Art  in  Arabia,”  Dr.  Christine  Iverson 
Bennett.  Board  of  Foreign  Missions  of  the  Reformed 
Church  in  America,  New  York.  10  cents. 

A Crusade  of  Compassion  for  the  Healing  of  the 
Nations,  compiled  by  Belle  J.  Allen,  M.  D.;  edited  by  ' 
Caroline  Atwater  Mason.  The  Central  Committee 
on  the  United  Study  of  Foreign  Missions,  West 
Medford,  Mass.  Cloth,  50  cents;  paper,  35  cents. 


IO 


i 


Chapter  III 

FRED  DOUGLAS  SHEPARD 
Brief  Outline 

1.  Failure  of  “Holy  War” 

2.  Boyhood  out-of-door  life 

3.  Struggle  for  education 

4.  Beginning  of  medical  missionary  work  in  Tur- 
key 

5.  Attitude  toward  developing  a self-governing 
Christian  church 

6.  Results  of  twenty-five  years  of  work 

7.  Armenian  massacre 

Assignment  Questions 

1.  If  you  had  been  in  Fred  Shepard’s  place,  would 
you  have  worked  so  hard  for  a medical  educa- 
tion? Was  he  ambitious? 

2.  Interview  the  most  successful  person  you  know 
and  try  to  find  out  the  ambition  of  his  life? 

3.  Do  you  think  a really  ambitious  person  would  : 
go  overseas  as  a medical  missionary?  Give 
reasons  ? 

4.  What  is  the  final  test  of  medical  missionary 
work  ? 

5.  What  would  you  say  was  the  greatest  contribu- 
tion of  Dr.  Shepard’s  life? 

Special  Assignments 

1.  Ask  one  or  two  to  especially  prepare  on  Ques- 
tion 2 either  by  personal  interview  or  letter. 

2.  Ask  a member  of  the  class  who  has  been  much 
interested  in  the  war  to  look  up  the  facts  about  the  “Holy 
War” ; why  it  failed ; Germany’s  part  in  it,  and  other  data. 
(See  World  Facts  and  America’s  Responsibility.  C.  H. 
Patton,  Association  Press,  347  Madison  Avenue,  New 
York.  $1.00) 

Aim:  To  show  the  aim  in  all  missionary  work  of 
developing  strong  native  leaders  in  order  that  a self- 
governing  Christian  Church  may  be  founded. 

Life  Lesson : To  show  the  necessity  for  and  the 
power  of  ambition  in  a life,  if  rightly  directed. 


11 


Session  3 

1.  What  is  ambition?  Is  it  always  a good  thing  to 
have?  Was  it  ambition  or  just  determination  that  made 
Fred  Shepard  work  so  hard  for  a medical  education? 
Would  you  have  done  it?  What  did  he  do?  What  are 
you  willing  to  do  for  an  education?  Can  any  one  be 
successful  who  is  not  ambitious?  Is  making  money  a 
worthy  ambition?  Develop  the  fact  that  a life  without 
an  aim  is  not  likely  to  achieve  much  of  anything. 

2.  See  that  such  points  as  moneymaking,  power, 
success,  influence,  and  service  are  brought  out,  and  show 
how  these  ambitions  may  be  worthy  if  they  are  in  ordet 
to  serve,  not  just  oneself  or  family,  but  others.  (Special 
Assignment  1)  Call  for  the  stories  of  ambition  in  other 
successful  lives.  Lead  up  to  the  comparison  with  the 
ambition  of  Shepard’s  life. 

3.  What  was  the  ambition  of  Shepard’s  life? 
(Illustrate  with  incidents  from  his  life.)  Would  a man 
go  overseas  who  was  not  ambitious?  What  made  Shep- 
ard endure  all  his  hardships?  Do  you  think  he  enjoyed 
the  thrilling  incidents  of  his  life?  Was  there  anything 
in  his  boyhood  life  that  prepared  him  for  them?  (Special 
Assignment  2)  What  about  the  Holy  War  and  its 
failure?  Its  effect  on  Turkey?  Lead  up  to  Dr.  Shepard’s 
work  and  influence.  What  was  the  most  exciting  inci- 
dent of  his  life? 

4.  Final  test.  Emphasize  the  fact  that  the  final 
test  is  the  life  produced  among  the  native  peoples.  Mis- 
sionaries from  Europe  and  America  cannot  heal  or 
evangelize  Asia — who  must  do  it?  Show  how  Dr.  Shep- 
ard worked  to  develop  native  doctors  and  to  establish 
a self-supporting,  self-governing  Christian  Church.  Has 
Dr.  Shepard’s  life  ended  in  Turkey?  How  long  will  his 
memory  live  there? 

5.  Draw  out  such  points  as  international  influence, 
native  doctors,  hospital  work,  his  personal  life  as  il- 
lustrating and  preaching  the  gospel,  and  Armenian  work. 
Scripture  Lesson:  John  4.10,  11,  14,  21 

Supplementary  Reading 

' ", Shepard  of  -'-intab — The  Beloved  Physician,''  Fred  Field 


12 


Goodsell.  (Envelope  Series.)  American  Board  of  Commis- 
sioners for  Foreign  Missions,  14  Beacon  St.,  Boston.  10  cents. 


Chapter  IV 

JAMES  CURTIS  HEPBURN 

Brief  Outline 

1.  Opening  of  Japan 

a.  By  Roman  Catholic  missionaries 

b.  By  American  Navy 

2.  Preparation  for  life  in  Japan 

a.  Education 

b.  Call  to  missionary  service 

c.  Failure  of  first  work 

3.  Difficulties  in  establishing  work  in  Japan 

4.  Medical  work 

5.  Literary  and  educational  work 

6.  Outstanding  results 

Assignment  Questions 

1.  What  constitutes  a call  to  missionary  service? 

2.  List  the  outstanding  changes  in  Japan  since  Dr. 
Hepburn  entered.  How  do  you  account  for  the 
rapid  development? 

3.  Do  you  think  it  is  possible  to  stamp  out  vital 
Christianity  from  any  land? 

4.  If  more  men  like  Dr.  Hepburn  had  been  sent  to 
Japan,  do  you  think  we  would  have  the  Japanese 
problem  we  have  to-day? 

5.  How  do  you  account  for  the  great  success  of  Dr. 
Hepburn’s  life?  If  he  had  “buried”  himself  in 
New  York,  would  we  probably  have  ever  heard  of 
him  ? 

Special  Assignment 

1.  Debate:  Resolved,  that  Dr.  Hepburn’s  literary 
and  educational  work  accomplished  more  than  his 
medical  work  for  the  advancement  of  the  kingdom 
of  Christ  in  Japan.  (Appoint  two  leaders;  divide 
class  into  sides;  keep  strict  time,  so  as  to  make  it 
a spirited  debate.) 


13 


Aim:  To  show  the  international  good-will  the 
strong  missionary  may  create,  and  the  necessity  for  send- 
ing out  only  strong  men. 

Life  Lesson:  To  show  what  constitutes  a call  to 
missionary  service,  and  that  even  defeat  of  a life-purpose 
may  be  turned  into  victory. 

Session  4 

1.  Open  the  session  with  a discussion  of  Japan,  her 
history,  her  people,  and  her  present  place  in  the  life  of 
the  world.  Develop  in  a sympathetic  way  the  wonderful 
advance  of  Japan  since  1853 ; the  part  that  the  United 
States  Government  has  played  in  this  development ; the 
part  missionaries  have  played. 

Why  did  the  Roman  Catholic  missionaries  fail  ? 
What  do  you  mean  by  vital  Christianity?  Can  it  fail? 
Why  have  modern  missions  succeeded  ? Have  they  ? 
What  has  been  accomplished  in  Japan? 

2.  Why  did  Dr.  Hepburn  offer  his  life  for  mission- 
ary service?  What  was  his  “call”?  Discuss  what  is 
meant  by  a “call draw  out  the  fact  that  a “call”  to  mis- 
sionary service  should  be  normal  and  natural.  The  need, 
plus  the  ability  and  opportunity  to  meet  that  need,  often 
constitutes  a “call.”  Having  once  failed,  can  the  call  be 
considered  a mistake  ? What  did  Dr.  Hepburn  encounter 
in  his  first  attempt?  Why  did  he  persist  and  go  to  Japan ? 

3.  (Special  Assignment  1.)  Use  the  debate  to  draw 
out  the  facts  of  the  life.  Raise  the  question  as  to  whether 
the  literary  and  educational  work  would  have  been  pos- 
sible if  the  medical  had  not  opened  the  way.  Why  do  we 
not  need  medical  missionaries  in  Japan  to-day? 

Note  international  influence  for  good-will  among  the 
natives  as  a result  of  missionary  work.  Bring  out  the 
testimony  of  statesmen.  Show  the  need  and  “call”  for 
strong  men — a man’s  job  which  should  appeal  to  young 
men  just  preparing  for  life-work. 

Was  it  his  adherence  to  the  “call”  in  spite  of  dif- 
ficulties and  hardships?  Was  it  his  willingness  to  pour 
out  his  life  in  service  to  others?  By  “burying”  his  life 
in  out  of  the  way  Japan,  what  did  it  become? 

Scripture  Lesson : Matt.  10.39. 


14 


Supplementary  Reading 

“One  mark  of  a world  Christian  is  the  passion  of  a 
great  purpose,  the  belief  that  God  is  glorified  in  the 
bearing  of  much  fruit,  and  the  ardent  desire  to  make 
one’s  life  count  for  the  very  utmost  in  world- 
reconstruotion.” 

Hepburn  of  Japan  and  His  Wife  and  Helpmate,  W.  E. 
Griffis.  The  Westminster  Press,  Philadelphia.  $1.50. 

Chapter  V 

JOSEPH  PLUMB  COCHRAN 
Brief  Outline 

t.  Early  life  in  Persia 

2.  Equipment  for  missionary  life  service 

3.  Dr.  Cochran's  life  in  Persia 

a.  Hospital — numbers  and  classes  of  patients 

b.  Country  trips 

c.  Cholera  epidemics 

d.  Decoration  by  Shah 

4.  Tributes 

Assignment  Questions 

1.  Is  it  ever  wise  to  take  a short  cut  in  training  for 
life-work  ? 

2.  What  do  you  think  made  Joseph  Cochran  go  out 
to  Persia  to  take  his  father’s  place? 

3.  Select  the  Bible  passage  that  you  think  best  de- 
scribes Dr.  Cochran’s  life  and  work. 

4.  What  part  has  the  hospital  founded  by  Dr. 
Cochran  play  a part  in  the  present  war  ? 

5.  What  seems  to  you  the  strongest  tribute  to  the 
work  of  Dr.  Cochran,  in  the  whole  chapter? 

6.  How  would  you  present  the  needs  of  Persia  and 
Turkey  to  a young  doctor  just  deciding  where 
to  begin  to  practise? 

Special  Assignments 

1.  Ask  one  member  to  especially  look  up  material 
on  Question  4. 

2.  Ask  a member  of  the  class  to  impersonate  a 
graduating  medical  student,  or  better  still,  bring  such  a 


15 


person  to  the  class.  Ask  two  or  three  to  be  prepared  to 
answer  (without  being  called  upon)  Question  6 with  very 
specific  needs.  (Write  the  American  and  Presbyterian 
Boards  for  needs  and  latest  information.) 

Aim:  To  show  what  love  for  Christ,  expressed  in 
ministry,  will  accomplish  in  winning  all  classes,  even  in 
a Moslem  land,  and  the  need  in  these  lands  to-day  for 
this  ministry. 

Life  Lesson:  To  show  that  the  most  thorough  pre- 
paration is  necessary  for  missionary  service — a “short 
cut”  in  preparation  means  a handicap  in  future  work. 

Session  5. 

1.  Open  the  discussion  by  asking  how  many  young 
men  take  up  their  father’s  work  or  profession;  why  do 
they  do  it?  Why  did  Joseph  Cochran?  The  life  was 
hard — full  of  danger — what  did  it  offer?  Money,  re- 
ward, excitement,  ease,  success,  what?  (Dr.  Joseph 
Cochran’s  son  sails  in  1919  to  begin  his  work  as  a medical 
missionary  in  Persia.) 

2.  In  this  day  of  “short  cuts,”  is  it  not  wise  to  get 
into  the  “game”  of  life  as  quickly  as  possible?  What 
is  it  going  to  mean  in  future  work?  Why  did  Joseph 
Cochran  make  such  a thorough  preparation  when  his 
work  was  waiting  for  him?  (Help  the  class  to  see  how 
imperative  is  thorough  preparation.)  When  Cochran 
reached  the  field,  did  he  find  his  preparation  necessary? 
What  kind  of  a life  did  he  find  waiting?  What  did  Dr. 
Cochran’s  life  by  asking  each  member  to  give  Scriptural 
people?  Was  it  easy? 

3.  Try  to  bring  out  the  outstanding  facts  of  Dr 
Cochran’s  life  by  asking  each  member  to  give  Scriptural 
authority  for  it,  and  then  justify  the  selection  by  some 
incident  from  the  life. 

4.  If  the  class  is  not  familiar  with  the  story  of  the 
siege  of  Urumia  and  the  saving  of  hundreds  of  lives  in 
this  hospital,  its  final  destruction  toward  the  end  of  the 
war,  and  the  part  played  by  Mrs.  Cochran,  it  will  be  of 
thrilling  interest  to  have  a member  of  the  class  tell  the 
story  and  show  pictures.  (Special  Assignment  1.)  Call 
for  the  prepared  material  on  this  subject. 

16 


5.  Bring  out  especially  the  attitude  of  government 
officials,  Moslem  leaders,  the  rich,  the  poor,  to  this  man 
who  was  not  of  the  same  faith  or  people  or  ideals  or 
standards.  How  did  he  secure  it?  Is  Moslem  prejudice 
easy  to  overcome  ? 

6.  (Special  Assignment  2)  Begin  by  asking  the 
medical  student  why  he  studied  medicine,  what  he  hopes 
to  accomplish,  what  kind  of  work  he  hopes  to  do.  Pre- 
sent the  call  of  Persia  strongly,  number  of  doctors,  popu- 
lation, suffering  during  war,  and  opportunity  for  present- 
ing the  gospel  message. 

Scripture  Lesson : Mark  10.29,  30.  Close  with  prayer 
for  Persia. 

Supplementary  Reading 

The  Foreign  Doctor  (Joseph  Plumb  Cochran),  Robert  E. 
Speer,  Fleming  H.  Revell,  New  York.  $1.50. 

Chapter  VI 

CATHERINE  L.  MABIE 

Brief  Outline 

1.  The  Congo 

a.  The  people 

b.  Their  customs 

2.  Factors  in  life-purpose  and  preparation 

3.  Life  in  the  Congo 

a.  Attitude  toward  people 

b.  Hospital  work 

c.  Country  tours  and  experiences 

d.  Obstacles 

4.  Purpose  of  Dr.  Mabie’s  medical  work 

5.  Training  school  at  Kimpesse 

6.  Results 

Assignment  Questions 

1.  Do  you  believe  that  “God  has  made  of  one  blood 
all  nations  of  men”?  How  much  do  you  believe 
it? 

2.  Could  Dr.  Mabie  have  accomplished  her  work  with 
the  Africans  if  she  had  not  loved  them  and  become 
“color  blind”? 

3.  If  you  had  been  in  Dr.  Mabie’s  place,  would  you 

1 7 


have  given  up  medical  work  for  work  in  the  Congo 
Institute?  Give  reasons? 

4.  Why  do  you  suppose  Dr.  Mabie  was  selected  for 
this  book?  Is  she  a woman  with  unusual  ability? 

5.  List  the  outstanding  results  of  her  life. 

Special  Assignments 

1.  Ask  one  or  two  members  to  look  up  facts  about 
Africa — when  discovered,  size,  population,  ownership, 
chances  since  war,  and  so  forth. 

2.  Select  two  groups  of  three  members  each;  ask 
one  group  to  represent  a committee  of  country  people 
coming  in  to  implore  Dr.  Mabie  not  to  give  up  her  medi- 
cal work ; the  other  group  to  represent  students  at  the 
Training  Institute  urging  her  to  undertake  that  work. 

Aim : To  show  the  power  of  the  gospel  to  raise  and 
transform  even  the  most  degraded  of  the  human  family. 

Life  Lesson:  To  show  that  the  average  “ordinary” 
life  may  become  a greater  power  than  one  with  unusual 
endowments  when  it  is  committed  to  a great  self-forget- 
ting service. 

Session  6 

Open  with  a lively  quiz  on  Africa — size,  when  dis- 
covered, population,  kinds  of  people,  colors,  its  owners, 
part  in  war,  former  ownership,  the  Congo,  its  contri- 
bution to  the  world,  and  other  related  topics.  (Special 
Assignment  1) 

1.  Lead  up  to  this  question  by  getting  the  attitude 
of  the  class  toward  the  African.  Is  the  African  capable 
of  high  development?  In  view  of  the  world  needs, 
would  it  be  wiser  to  leave  the  African  and  try  to  reach 
those  who  are  worth  while?  What  do  you  thing  Eph. 
4.4  means? 

2.  Why  did  Catherine  Mabie  want  to  go  to  Africa’ 
What  were  the  hardest  things  for  her  to  overcome  as  she 
began  her  work?  The  people,  superstition,  dirt,  lack 
of  equipment,  witch  doctor’s  power  and  other  such  obsta- 
cles. How  did  she  overcome  them?  Could  she  have 
succeeded  if  she  had  not  become  “color  blind”?  Are  we 
color  blind  in  our  attitude  toward  people  of  other  colors? 

18 


3.  Develop  this  question  by  asking  Group  i (Spec- 
ial Assignment  2)  to  tell  what  she  had  done  in  their  vil- 
lages and  implore  her  not  to  give  up  the  work  for  they 
again  would  be  at  the  mercy  of  the  witch  doctor.  Then 
ask  Group  2 to  present  strong  arguments  for  her  under- 
taking the  work.  (This  will  give  an  opportunity  to  pre- 
sent the  facts  of  her  work  and  to  show  the  need  of 
workers.) 

4.  Some  of  the  class  may  have  come  to  feel  that 
the  other  characters  in  the  book  have  been  men  of  un- 
usual ability  and  not  living.  This  sketch  offers  the  op- 
portunity of  presenting  a woman  at  work  in  Africa  to- 
day— an  average  ten-talent  person  who  committed  her 
life  to  a great  cause  and  is  having  an  hundredfold  re- 
ward. Tell  of  her  love  of  fun,  of  her  good  stories,  of 
her  radiant  face,  and  great  love.  Is  there  any  one  who 
cannot  have  as  great  a life,  if  willing  to  pay  the  cost? 

5.  What  have  been  the  results,  so  far,  of  her  life 
(make  list  as  brought  out  by  class)?  What  the  cost? 
What  the  reward? 

Scripture  Lesson : Phil.  4.3-7.  Close  with  earnest  prayer 
for  Dr.  Mabie. 


Supplementary  Reading 

"With  Jesus  in  Congo-Iand,”  American  Baptist  Foreign  Mis- 
sion Society,  Ford  Building,  Boston,  Mass.,  10  cents. 

Chapter  VII 
PETER  PARKER 

Brief  Outline 

1.  China — her  history  and  achievements 

2.  Overcoming  obstacles 

3.  In  China 

a.  Language  study 

b.  Opening  first  hospital 

c. .  Organizing  medical  missionary  society. 

4.  The  Opium  War 

5.  Work  in  America  and  Europe  in  interest  of  China 

6.  Representing  United  States  government  in  China 


19 


Assignment  Questions 

1.  Is  there  any  human  obstacle  that  can  stand  in  your 
way  if  you  have  “the  purpose  to  excel”? 

2.  If  a man  is  to  be  a success  on  the  foreign  field, 
should  he  not  show  some  signs  of  Christian  activity 
in  this  country? 

3.  What  was  the  physical  condition  of  China  when 
Peter  Parker  entered?  What  is  it  to-day? 

4.  Why  is  it  of  such  vital  importance  for  a medical 
missionary  to  give  most  of  the  first  year  to  lan- 
guage study? 

5.  How  much  of  the  special  good-will  of  China 
toward  the  United  States  do  you  think  we  can 
attribute  to  Dr.  Parker  and  the  men  who  follow- 
ed him? 

6.  Make  a list  of  the  by-products  of  medical  mission- 
ary work  as  seen  in  China  to-day. 

Special  Assignments 

1.  Ask  one  member  to  look  up  the  report  of  the  physi- 
cal condition  of  China  and  put  in  chart  form. 
(See  Crusade  of  Compassion,  p 81.) 

2.  Ask  two  or  three  members  to  look  up  facts  about 
the  blind  (how  many),  deaf  and  dumb,  insane, 
lepers,  orphans,  and  other  social  dependents  in 
China;  who  started  work  for  them;  attitude  of  re- 
ligions of  China  toward  them. 

3.  Ask  one  member  to  impersonate  a visitor  to  Canton 
and  tell  of  visiting  home  for  blind  children,  for 
deaf  and  dumb,  for  insane,  and  for  lepers. 

Aim:  To  show  the  part  that  the  missionary  has 
played  in  creating  the  friendly  attitude  of  China  toward 
America. 

Life  Lesson:  To  show  that  poverty,  hardship,  and 
disappointment  may  become  a developing  power  rather 
than  a handicap  in  reaching  one’s  goal. 

Session  7 

1.  Who  was  Peter  Parker?  Where  did  he  come 
from?  What  did  he  do?  Was  he  a success?  What 
about  his  boyhood  ? When  he  was  twenty-one  did  it  look 


20 


as  though  lie  would  succeed?  How  did  his  early  struggle 
affect  his  later  life?  Help  the  class  to  feel  that  each  one 
has  some  difficulty  to  overcome ; it  may  be  ease  instead  of 
hardship ; but  only  as  we  struggle  and  overcome  will 
we  become  the  strong  men  and  women  that  the  world 
needs  to-day.  Look  at  Peter  Parker  to  see  how  it  work- 
ed out  with  him. 

2.  Having  formed  a life-purpose,  did  Parker  wait 
to  reach  the  field  before  beginning  his  work?  Would 
not  the  fact  that  he  was  working  for  his  education  have 
been  a good  excuse  for  not  doing  active  Christian  work? 
What  was  his  record  at  Yale? 

3.  Why  is  China  so  behind  in  sanitation,  modern 
medicine,  and  other  measures  which  protect  human  life? 
(Special  Assignment  1)  Ask  for  report  in  chart  form. 

4.  Finding  such  conditions  in  Canton,  why  did  not 
Dr.  Parker  stay  there  and  begin  his  work?  He  could 
have  used  interpreters.  What  was  the  primary  purpose 
of  his  medical  work?  Is  it  easy  to  spend  the  first  year 
in  language  study  when  there  is  such  need? 

5.  What  was  the  outstanding  result  of  Peter  Park- 
er’s life?  Was  Peter  Parker  true  to  missionary  purposes 
when  he  took  up  the  opium  question ; when  he  traveled 
in  America  and  Europe  in  the  interest  of  China;  an3 
when  he  accepted  appointment  under  the  United  States 
government?  Did  those  who  came  in  touch  with  him 
ever  doubt  his  purpose?  (If  a Chinese  Christian  student 
is  available,  ask  him  to  come  and  tell  of  the  attitude  of 
China  toward  America.)  How  does  Peter  Parker  meas- 
ure up  to  your  picture  of  an  old-time  missionary?  Is  his 
influence  still  living  to-day?  How  and  where? 

6.  His  own  life-purpose  was  to  heal  men  in  order 
that  they  might  know  the  Great  Physician.  Are  there 
any  by-products  of  medical  missionary  work  as  started 
by  him  seen  to-day?  (Special  Assignments  2 and  3.) 
Call  for  the  particulars  regarding  the  institutions  for  the 
insane  and  other  helpless  people.  Ask  for  the  impersona- 
tions of  the  visitor  to  the  various  institutions  established. 
What  was  the  real  secret  of  Peter  Parker’s  world-wide 
life?  Do  we  need  such  men  to-day? 

Scripture  Lesson:  Joshua  1.6-9 


21 


Supplementary  Reading 

Pioneer  Missionaries  of  the  Church,  C.  C.  Creegan.  Flem- 
ing H.  Revell  Company,  New  York.  .75  cents. 

Old-Time  Student  Volunteers,  Henry  Clay  Trumbull,  Flem- 
ing H.  Revell  Company,  New  York.  $1.00. 

Chapter  VIII 

JOHN  KENNETH  MACKENZIE 
Brief  Outline 

1.  Decision  of  life-purpose 

2.  Problems  and  dangers  of  early  work  in  China 

3.  Establishing  a Christian  home 

4.  Work  in  Tientsin 

a.  Treating  Lady  Li 

b.  Opening  “Free  Hospital.” 

5.  Founding  medical  schools 

6.  Chinese  leadership  in  medicine 

Assignment  Questions 

1.  Do  you  think  that  it  was  mere  accident  that  Mac- 
kenzie saw  the  notice  of  the  vacancy  in  the  Han- 
kow hospital? 

2.  If  you  had  been  in  Dr.  Mackenzie’s  place,  would 
you  have  undertaken  the  care  of  the  deacon  ? 

3. -  Can  you  prove  that  Chinese  Christians  are  as  loyal 

to  Christ  as  any  people  in  the  world?  Give  facts. 

4.  Be  prepared  to  prove  that  Chinese  men  and  women 
doctors  have  as  great  ability  and  devotion  as 
American  doctors. 

5.  In  what  respects  do  you  think  that  Mackenzie  had 
a well-rounded,  happy,  successful  life? 

Special  Assignments 

1.  Ask  two  or  three  members  to  be  prepared  to  lead 
off  in  the  discussion  of  Question  4.  Assign  to 
each  one  a special  doctor,  such  as  Dr.  Mary  Stone. 

2.  Ask  a member  to  look  up  the  Union  Medical  Col- 
leges in  China.  (See  New  Life  Currents  in 


22 


China.)* 1  What  the  Rockefeller  Foundation  is 
doing  in  China. 

Aim:  To  show  the  results  of  medical  missionary 
work  in  the  training  of  native  Christian  doctors  and  the 
walue  of  union  work. 

Life  Lesson:  To  show  that  chance  does  not  control 
our  lives,  but  that  God  has  a plan  for  each  life  which  he 
will  gradually  reveal  if  we  seek  his  guidance. 

Session  8 

Open  the  lesson  with  some  such  questions  as:  Who 
was  John  Kenneth  Mackenzie?  Why  are  we  studying 
about  him?  Why  did  he  go  to  China  as  a missionary D 
Was  it  mere  chance  which  led  him  there? 

1.  Do  you  believe  that  chance  plays  a large  part  in 
our  lives  ? Do  you  believe  that  God  has  a plan  for  each 
one  of  our  lives?  How  are  we  to  find  this  plan?2  (Young 
people  are  often  bothered  by  these  questions.  Allow  free 
discussion  and  then  lead  on  to  the  discussion  of  Dr.  Mac- 
kenzie’s life  to  prove  your  points.) 

2.  Did  Dr.  Mackenzie  find  an  easy  life  waiting  for 
him  in  China?  Were  the  people  anxious  for  his  help? 
If  you  had  been  in  the  place  of  the  Chinese,  would  you 
have  allowed  this  foreigner  to  treat  you?  How  did  Dr. 
Mackenzie  overcome  this  prejudice?  (Bring  out  the 
outstanding  facts  of  his  life  in  this  discussion.)  Show 
how  gradually  love  conquered  and  a great  work  was  built 
-up. 

3.  Open  this  question  with  a discussion  of  the  out- 
standing characteristics  of  the  Chinese;  their  latent  pos- 
sibilities ; their  future,  and  other  conditions.  What  do 
people  mean  by  calling  them  “rice  Christians”?  Is  it  a 
true  statement?  (Prove  by  facts  from  chapter  and  from 
Boxer  martyrs.)  How  fully  did  Dr.  Mackenzie  believe 


1 Missionary  Education  Movement,  New  York.  Cloth,  75 
cents ; paper,  50  cents. 

1 The  leader  should  secure  from  The  Life-Work  Department 
of  the  Interchurch  World  Movement,  copies  of  “How  Young 

Men  and  Women  can  secure  God’s  Guidance  in  Solving  their 
Problems  and  Finding  their  Life-Work.” 


23 


in  them?  Did  he  feel  that  they  were  capable  of  becom- 
ing Christian  leaders  in  medicine? 

4.  Restate  the  aim  of  missionary  work  in  develop- 
ing a self-governing,  self-supporting,  self-propogating 
native  church.  What  did  Dr.  Mackenzie  do  toward 
reaching  this  aim?  How  would  the  training  of  Chinese 
doctors  help?  Are  the  Chinese  capable  of  becoming  as 
skilled  as  American  doctors?  (Special  Assignment  1) 
What  is  being  done  to-day  to  develop  more  doctors? 
Why  is  the  Rockefeller  Foundation  cooperating  with  the 
Mission  Boards,  and  investing  so  much  money  in  China? 
(Special  Assignment  2)  How  many  doctors  has  China 
to-day?  How  many  people?  How  many  has  the  United 
States?  Why  is  there  such  a difference? 

5.  What  did  Dr.  Mackenzie  do  to  try  to  change 
these  figures?  Could  chance  have  planned  and  directed 
such  a life  as  Dr.  Mackenzie’s?  Ask  the  class  to  name 
the  things  accomplished  in  Mackenzie’s  short  life?  Was 
it  worth  while?  Did  it  pay  to  invest  a life  in  China? 
What  was  the  interest  paid? 

Scripture  Lesson:  Matt.  25.34-40. 

“Ye  did  not  choose  me,  but  I chose  you,  and  appointed 
you,  that  ye  should  go  and  bear  fruit,  and  that  your 
fruit  should  abide : that  whatsoever  ye  shall  ask  of  the 
Father  in  my  name,  he  may  give  it  you.”  “It  was  a 
big  practical  world  task  that  Jesus  came  to  accomplish 
and  each  one  of  us  is  called  to  join  in  the  work.  None 
of  us  are  to  have  self-chosen  tasks,  for  Jesus  has  no 
uncalled  servants.  He  has  chosen  and  appointed  each 
with  a purpose.” 

Supplementary  Reading 

John  Kenneth  Mackenzie , Mrs.  M.  I.  Bryson.  Fleming  H. 
Revell  Company,  New  York,  $1.50. 

Chapter  IX 

THE  NEVES  OF  KASHMIR 
Brief  Outline 

1.  Kashmir 

a.  Its  beauty 

b.  Its  history 


24 


c.  Its  people 

d.  Attitude  toward  missionaries 

2.  The  brothers  at  work  in  Srinagar 

a.  Population 

b.  Sanitary  conditions 

c.  Cholera  epidemics 

3.  Value  of  educational  work  to  aid  medical  work 

4.  Recreation  and  mountain  climbing 

5.  Leper  work 

6.  Results 

Assignment  Questions 

1.  Did  it  take  more  courage  to  undertake  some  of  the 
daring  mountain  climbing  or  to  remain  at  work  in  the 
“city  of  appalling  odors”? 

2.  How  do  you  account  for' the  difference  in  sanita- 
tion between  a Christian  and  a non-Christian  country? 

3.  If  you  were  going  as  a missionary  to  Kashmir, 
would  you  undertake  medical  or  educational  work  ? Give 
reasons. 

4.  What  are  the  moral  values  of  wholesome  sports 
and  play? 

5.  What  is  the  attitude  of  non-Christian  religions 
toward  the  leper? 

6.  Of  what  special  value  is  the  work  for  lepers  from 
the  view-point  of  building  the  Kingdom? 

Special  Assignments 

1.  Ask  one  member  to  give  some  particulars  con- 
cerning the  medical  work  of  the  Neve  brothers. 

2.  Ask  one  member  to  be  prepared  to  lead  off  in 
the  discussion  on  Question  3 on  the  value  of  the 
educational  work. 

Aim:  To  show  that  healthy  exercise  and  recrea- 
tion are  normal  and  necessary  parts  of  missionary  life. 

Life  Lesson:  To  show  the  value  of  proper  care 
and  development  of  the  body  through  work  and  play. 
To  show  of  what  real  courage  consists. 

Session  9 

1.  What  is  courage?  Does  it  require  courage  to 


25 


undertake  a very  difficult  physical  feat?  Does  it  re- 
quire courage  to  stick  at  work  that  is  not  very  pleas- 
ant? Which  is  the  higher  form  of  courage?  (Bring 
out  the  fact  of  the  every-day  courage  required  for 
every-day  missionary  work.)  Did  it  take  courage  for 
the  Neve  brothers  to  begin  and  carry  on  work  in-. 
Kashmir?  Why?  Why  did  they  find  such  sanitary 
conditions?  (Special  Assignment  I.)  Ask  for  de- 
scriptions of  the  work  of  the  Neve  brothers. 

2.  Hang  up  a large  map  of  the  world  and  ask  the 
class  to  name  countries  where  sanitation  and  modern 
medicine  are  almost  unknown.  Are  these  countries 
Christian  or  non-Christian?  Discuss  the  reason  for 
this  difference.  If  you  take  Christianity  out  of  the 
United  States  and  Canada,  what  else  would  we  have 
to  take  out?  (List  such  things  as  churches,  schools, 
Boards  of  Health,  sewer  systems,  playgrounds,  and 
other  such  agencies  for  human  health  and  progress.) 

3.  (Special  Assignment  2)  This  question  offers 
opportunity  to  bring  out  in  discussion — form  the  facts 
of  the  medical  and  educational  work  in  Kashmir,  show- 
ing how  they  work  hand  in  hand. 

4.  If  the  class  does  not  think  of  missionary  work 
in  terms  of  play  and  recreation,  develop  this  question 
quite  fully  to  show  the  missionary  life  as  a normal, 
natural  one.  In  non-Christian  countries  do  they  play 
after  early  childhood?.  Do  they  know  what  you  mean 
by  sports?  How  do  you  account  for  this?  What  is 
the  moral  value  of  play?  Has  it  a missionary  value? 
Why  do  you  think  the  Neve  brothers  have  laid  such 
emphasis  upon  it? 

5.  Did  it  need  courage  for  the  brothers  to  take  up 
work  for  the  lepers?  How  are  lepers  treated  in  non- 
Christian  lands?  Have  their  religions  anything  to  do 
with  this  attitude?  What  was  Christ’s  attitude  toward 
them?  If  you  had  been  brought  up  with  the  non-Christ- 
ian attitude  toward  the  leper,  what  effect  would  the  treat- 
ment of  lepers  by  the  Neve  brothers  have  upon  you? 

6.  (See  “Ridding  the  World  of  Leprosy,”  the 
Mission  to  Lepers,  156  Fifth  Avenue,  New  York,  15 

26 


cents.)  Emphasize  especially  the  work  for  the  un- 
tainted children,  and  the  power  of  the  gospel  in  rais- 
ing even  the  outcasts ; Christ’s  love  and  compassion 
as  illustrated  in  the  care  of  the  lepers  by  the  mission- 
aries. Would  it  require  courage  to  treat  and  care 
for  the  lepers?  Of  all  the  stories  and  facts  given  in 
the  chapter,  which  do  you  think  shows  the  greatest 
courage?  What  is  the  secret? 

Scripture  Lesson:  Isaiah  40:29,  30,  31. 

Supplementary  Reading 

Thirty  Years  in  Kashmir,  Arthur  Neve.  E.  Arnold.  London, 
England*. 

Beyond  the  Pir  Panjal,  Ernest  F.  Neve.  T.  Fisher  Unwin, 
London,  England. 

Chapter  X 
JOHN  SCUDDER 

Brief  Outline 

1.  First  medical  missionary 

2.  Inheritance  and  training 

3.  Start  for  India  and  beginning  of  work 

4.  The  Scudder  life  and  home  in  Ceylon 

5.  Literary  work 

6.  Outstanding  results  of  Dr.  Scudder’s  life 

Assignment  Questions 

1.  Compare  the  accommodations,  time,  and  comfort 
of  the  trip  from  Boston  to  Calcutta  1819  and 
1919. 

2.  Of  all  the  difficulties  facing  this  first  medical 
missionary,  which  do  you  think  would  have  been 
the  hardest  to  overcome  ? 

3.  How  large  a part  did  Mrs.  Scudder  play  in  the 
success  of  her  husband? 

4.  Name  the  outstanding  results  of  Dr.  Scudder’s 
life.  What  was  the  secret  of  his  success? 

5.  Of  all  the  characters  in  the  book,  which  has  im- 
pressed you  most? 

6.  How  early  ought  a life-purpose  to  be  formed? 


2 7 


Special  Assignment 

i.  Ask  one  member  to  look  up  facts  about  the  life 
and  work  of  Dr.  Ida  Scudder  in  India.  (See 
“A  day  with  Dr.  Ida  Scudder,”  Woman’s  Board 
for  Foreign  Missions,  25  East  Twenty-Second 
Street,  New  York,  3 cents.) 

Aim:  To  show  the  place  and  influence  of  the  mis- 
sionary home  worker. 

Life  Lesson:  To  show  the  place  and  power  of 
prayer  in  developing  character  and  in  accomplishing 
a life  task. 

Session  10 

Open  the  lesson  with  the  fact  that  it  is  just  one 
hundred  years  since  the  first  medical  missionary 
sailed,  Dr.  John  M.  Scudder,  and  that  in  this  year, 
1919,  his  great-grandson,  Dr.  Galen  Scudder,  will  sail 
to  begin  his  medical  work  in  India.  Bring  out  the 
contrasts  in  accommodation,  time,  comforts,  routes, 
and  other  conditions  of  travel  for  these  two  members 
of  the  Scudder  family.  How  great  was  the  distance 
to  India  in  1819?  How  great  is  it  to-day?  Has  the 
world  grown  smaller?  What  made  Dr.  John  Scudder 
willing  to  leave  his  practise,  his  family,  his  position, 
and  his  friends,  to  go  to  India?  (Bring  out  his  state- 
ment that  all  he  needed  would  be  the  prayers  of  his 
family  and  friends.)  What  did  he  find? 

2.  Draw  out  from  the  class  a discussion  of  the 
difficulties  such  as  superstition,  distrust,  lack  of  equip- 
ment, fear,  dislike,  living  in  the  midst  of  idolatry,  the 
lack  of  friends,  little  response,  and  other  trials.  What 
was  the  power  that  enabled  Dr.  Scudder  to  overcome 
these  difficulties?  What  will  Dr.  Galen  Scudder  find  as 
the  result  of  the  one  hundred  years  of  work? 

3.  The  purpose  of  this  question  is  to  show  the 
importance  of  the  work  of  the  missionary  home- 
worker. It  might  be  put  in  the  form  of  an  informal 
debate.  Resolved:  That  Mrs.  Scudder  through  the 
influence  of  the  Christian  home  accomplished  as  great 
a missionary  work  as  Dr.  Scudder. 

2« 


4.  On  a blackboard  list  the  results  of  the  medical 
and  literary  work  and  then  bring  out  the  missionary 
record  of  the  whole  Scudder  family  in  India.  (Special 
Assignment  i)  What  does  it  mean  when  children, 
grandchildren,  and  great-grandchildren  take  up  the 
same  work?  The  secret?  Emphasize  especially  the 
part  that  prayer  played  in  the  whole  life  of  Dr.  Scud- 
der. 

5.  Allow  time  for  the  free  discussion  of  this 
question.  Is  it  possible  for  a young  man  or  woman 
to-day  to  make  as  fine  a world  record?  (Emphasize 
the  fact  that  there  never  was  a time  when  young  peo- 
ple had  such  an  opportunity  for  the  finest  training 
or  when  there  were  such  opportunities  to  put  this 
training  into  worth-while  service  for  the  whole  world. 

6.  Try  to  make  this  question  a very  personal  one 
and  so  worked  out  as  to  meet  the  need  of  the  class.  Some 
such  question  as,  if  one  has  no  special  talent  or  “call- 
ing,” should  one  just  drift?  How  many  are  just  drift- 
ing. thinking  that  to-morrow  will  be  time  enough  for 
a serious  life-purpose?  Jesus  said:  “I  am  the  way.” 
A.s  we  follow  Him  in  the  way  He  will  reveal  unto  us 
the  truth,  and  will  lead  us  into  the  fullness  of  life. 
Scripture  Lesson:  Heb.  12:1,  2.  (Moffat  translation). 
Close  with  earnest  prayers  that  the  way  may  be  revealed 
to  each  member  of  the  class. 

Supplementary  Reading 

Men  of  Might  in  India  Missions,  Helen  H.  Holcomb. 
Fleming  H.  Revell  Company,  Hew  York.  $1.25. 

Pioneer  Missionaries  of  the  Church,  iC.  C.  Creegan. 
American  Tract  Society,  150  Nassau  St.,  New  York.  75  cents. 


N.B. — All  correspondence  regarding  missionary 
study  should  be  addressed  to  the  secretary 
in  charge  of  mission  study  in  your  mis- 
sion board  or  society.  See  list  following. 


29 


LIST  OF  MISSION  BOARDS 
AND  CORRESPONDENTS 


The  Missionary  Education  Movement  is  conducted  in  behalf  of  the 
Foreign  and  Home  Mission  Boards  and  Societies  of  the  United  States  and 
Canada. 

Orders  for  literature  on  foreign  and  home  missions  should  be  ad- 
dressed to  the  secretaries  representing  those  organizations,  who  are  pre- 
pared to  furnish  special  helps  to  leaders  of  mission  study  classes  and  to 
other  missionary  workers. 

If  the  address  of  the  secretary  of  the  Foreign  or  Home  Mission  Board 
or  Society  of  your  denomination  is  unknown,  orders  may  be  sent  to  the 
Missionary  Education  Movement.  All  persons  ordering  from  the  Mission- 
ary Education  Movement  are  requested  to  indicate  their  denominations 
when  ordering. 

Advent  Christian — American  Advent  Mission  Society,  Rev.  George  E. 

Tyler,  160  Warren  Street,  Boston.  Mass. 

Associate  Reformed  Presbyterian — Young  People's  Christian  Union  and 
Sabbath  School  Work,  Rev.  J.  W.  Carson,  Newberry,  S.  C. 

Baptist  (North) — General  Board  of  Promotion  of  the  Northern  Baptist 
Convention,  Rev.  J.  Y.  Aitchison,  D.  D.,  General  Director,  662  Fifth 
Avenue  Building,  New  York  City. 

Department  of  Missionary  Education  of  the  Northern  Baptist  Conven- 
tion, Rev.  William  A.  Hill,  Secretary,  662  Fifth  Avenue  Building, 
New  York  City. 

American  Baptist  Foreign  Mission  Society,  Mr.  William  B.  Lipphard, 
Ford  Building,  15  Ashburton  Place.  Boston.  Massachusetts. 

American  Baptist  Home  Mission  Society,  Rev.  Charles  L.  White,  23 
East  26th  Street,  New  York  City. 

The  Woman’s  American  Baptist  Home  Mission  Society,  Mrs.  Katherine 
S.  Westfall,  2969  Vernon  Ave.,  Chicago.  Illinois. 

The  Woman’s  American  Baptist  Foreign  Mission  Society,  Mrs.  W.  A. 

Montgomery,  144  Dartmouth  St.,  Rochester,  New  York. 

The  American  Baptist  Publication  Society,  Rev.  Gilbert  N.  Brink,  1701 
Chestnut  Street.  Philadelphia,  Pa. 

Baptist  (South) — Foreign  Mission  Board  of  the  Southern  Baptist  Con- 
vention, Rev.  T.  B.  Ray,  8 North  Sixth  Street,  Richmond,  Va. 
(Correspondence  concerning  both  foreign  and  home  missions.) 

Baptist — Foreign  Mission  Board  of  the  National  Baptist  Convention,  Rev. 

L.  G.  Jordan,  701  South  Nineteenth  Street,  Philadelphia,  Pa. 
■Christian — The  Mission  Board  of  the  Christian  Church:  Foreign  Missions, 
Rev.  M.  T.  Morrill:  Home  Missions,  Rev.  Omer  S.  Thomas,  C.  P.  A. 
Building,  Dayton.  Ohio. 

Christian  Reformed — Board  of  Heathen  Missions,  Rev.  Henry  Beets, 
2050  Francis  Avenue.  S.  F...  Grand  Rapids.  Mich. 

Church  of  the  Brethren — General  Mission  Board  of  the  Church  of  the 
Brethren,  Rev.  J.  H.  B.  Williams,  Elgin,  Illinois. 

Congregational — Department  of  Missionary  Education  of  Congregational 
Education  Society,  Rev.  Miles  B.  Fisher,  Secretary,  14  Beacon  Street, 
Boston,  Mass. 

American  Board  of  Commissioners  for  Foreign  Missions,  Miss  Mabel  E. 

Emerson,  14  Beacon  Street.  Boston,  Mass. 

American  Missionary  Association,  Rev.  George  L.  Cady,  287  Fourth 
Avenue,  New  York  City. 

The  Congregational  Home  Missionary  Society,  Rev.  William  S.  Beard, 
287  Fourth  Avenue,  New  York  City. 


Disciples  of  Christ — Foreign  Christian  Missionary  Society,  Rev.  Bert 
Wilson,  Box.  884,  Cincinnati,  Ohio. 

The  American  Christian  Missionary  Society,  Mr.  R.  M.  Hopkins,  Carew 
Building,  Cincinnati,  Ohio. 

Evangelical  Association — Missionary  Society  of  the  Evangelical  Asso- 
ciation, Rev.  George  Johnson,  1903  Woodland  Avenue,  S.  E.,  Cleve- 
land, Ohio. 

Friends — American  Friends  Board  of  Foreign  Missions,  Mr.  Ross  A. 
Hadley,  Richmond,  lnd. 

Evangelistic  and  Church  Extension  Board  of  the  Friends  Five  Years’ 
Meeting,  Mr.  Harry  R.  Keates,  1314  Lyon  Street,  Des  Moines,  Iowa. 

German  Evangelical — Foreign  Mission  Board,  German  Evangelical  Synod 
of  North  America,  1377  Main  Street.  Buffalo.  N.  Y. 

Methodist  Episcopal — Missionary  Education  in  the  Sunday  School.  Board 
of  Sunday  Schools,  58  East  Washington  Street,  Chicago,  Illinois. 
Address  all  other  correspondence:  Department  Mission  Study  and 
Christian  Stewardship  of  the  Epworth  League,  Dr.  George  F.  Durgin, 
740  Rush  Street,  Chicago,  111. 

Methodist  Episcopal  (South) — The  Educational  Department  of  the 
Board  of  Missions  of  the  Methodist  Episcopal  Church,  South,  Rev. 
C.  G.  Hounshell.  810  Broadway,  Nashville,  Tenn.  (Correspondence 
concerning  both  foreign  and  home  missions.) 

Methodist  Protestant- — Board  of  Foreign  Missions  of  the  Methodist 
Protestant  Church,  Rev.  Fred  C.  Klein,  316  North  Charles  Street, 
Baltimore,  Md. 

Board  of  Home  Missions  of  the  Methodist  Protestant  Church,  Rev. 
Charles  H.  Beck,  507  Pittsburgh  Life  Building,  Pittsburgh,  Pa. 

Moravian — The  Department  of  Missionary  Education  of  the  Moravian 
Church  in  America,  Northern  Province,  Rev.  F.  W.  Stengel,  Lititz,  Pa. 

The  Norwegian  Lutheran  Church  of  America — Board  of  Foreign  Mis- 
sions of  Lutheran  Church  of  America,  Rev.  M.  Saterlie,  425-429  S. 
F'ourth  Street,  Minneapolis,  Minnesota. 

Secretary  of  Home  Mission  Board,  Rev.  John  Stenberg,  315  First 
Avenue  E.,  Duluth.  Minnesota. 

Presbyterian  (U.  S.  A.) — The  Board  of  Foreign  Missions  of  the  Pres- 
byterian Church  in  the  U.  S.  A.,  Mr.  B.  Carter  Millikin,  Educational 
Secretary,  156  Fifth  Avenue,  New  York  City. 

Board  of  Home  Missions  of  the  Presbyterian  Church  in  the  U.  S.  A., 
Mr.  E.  Fred  Eastman,  Educational  Director,  156  Fifth  Avenue,  New 
York  City. 

Presbyterian  (U.  S.) — Executive  Committee  of  Foreign  Missions  of  the 
Presbyterian  Church  in  the  U.  S.,  Mr.  John  I.  Armstrong,  P.  O. 
Box  158,  Nashville,  Tenn. 

General  Assembly’s  Home  Missions  of  the  Presbyterian  Church  in  the 
U.  S.,  Rev.  S.  L.  Morris,  1522  Hurt  Building,  Atlanta,  Ga. 

Protestant  Episcopal — The  Domestic  and  Foreign  Missionary  Society  of 
the  Protestant  Episcopal  Church  in  the  U.  S.  A.,  Dr.  W.  C.  Sturgis, 
281  Fourth  Avenue,  New  York  City. 

Reformed  Church  in  America — Board  of  Foreign  Missions,  Mr.  F.  M. 
Potter;  Board  of  Domestic  Missions,  Mr.  W.  T.  Demarest;  Board 
of  Publication  and  Bible  School  Work,  Rev.  Abram  Duryee,  25  East 
Twenty-second  Street,  N.  Y.  C. 

Reformed  Church  in  the  United  States — Mission  Study  Department, 
representing  the  Boards  of  Home  and  Foreign  Missions.  Rev.  John 
H.  Poorman,  304  Reformed  Church  Building,  Fifteenth  and  Race 
Streets,  Philadelphia,  Pa. 

United  Brethren  in  Christ — Foreign  Missionary  Society,  Bishop  A.  T. 
Howard,  404  Otterbein  Press  Building,  Dayton,  Ohio. 

Home  Missionary  Society.  Miss  Lyda  B.  Wiggim,  Otterbein  Press  Build- 
ing, Dayton.  Ohio. 

Young  People’s  Work,  Rev.  O.  T.  Deever,  Otterbein  Press  Building, 
Dayton,  Ohio. 

United  Evangelical — Home  and  Foreign  Missionary  Society  of  the  United 
Evangelical  Church  and  Board  of  Church  Extension,  Rev.  B.  H. 
Niebel,  D.  D.,  Evangelical  Building.  Harrisburg.  Pa. 

United  Lutheran  Church  of  America — Board  of  Foreign  Missions,  Rev. 
Charles  L.  Brown,  D.  D.,  21  West  Saratoga  Street,  Baltimore,  Mary- 
land. 

Board  of  IZome  Missions,  Rev.  H.  H.  Weber,  D.  D.,  York,  Pa. 


United  Presbyterian — Mission  Study  Department  of  the  Board  of  Foreign 
Missions  of  the  United  Presbyterian  Church  of  North  America,  Miss 
Anna  A.  Milligan,  200  North  Fifteenth  Street,  Philadelphia,  Pa. 

Board  of  Home  Missions  of  the  United  Presbyterian  Church  of  North 
America,  Rev.  R.  A.  Hutchinson,  209  Ninth  Street,  Pittsburgh,  Pa. 

Universalist — Department  of  Missionary  Education  of  the  General  Sunday 
School  Association,  Rev.  A.  Gertrude  Earle,  Methuen,  Mass.  (Send 
all  orders  for  literature  to  Universalist  Publishing  House,  359 
Boylston  Street,  Boston,  Mass.) 

CANADIAN  BOARDS 

Baptist — The  Canadian  Baptist  Foreign  Mission  Board,  223  Church  Street, 
Toronto,  Ontario. 

Church  of  England — The  Missionary  Society  of  the  Church  of  England 
in  Canada.  Rev.  Canon  S.  Gould,  131  Confederation  Life  Building, 
Toronto,  Ontario. 

Congregational — Canada  Congregational  Foreign  Missionary  Society,  Miss 
Effie  Jamieson,  23  Woodlawn  Avenue,  East,  Toronto,  Ontario. 

Methodist — Young  People’s  Forward  Movement  Department  of  the  Mis- 
sionary Society  of  the  Methodist  Church,  Canada,  Rev.  F.  C. 
Stephenson,  Wesley  Building,  299  Queen  Street,  West,  Toronto, 
Ontario. 

Presbyterian — Presbyterian  Church  ir  Canada,  Board  of  Foreign  Missions, 
Rev.  A.  E.  Armstrong,  439  Confederation  Life  Building,  Toronto, 
Ontario. 


Revised  to  1919 


